SREE...SREE Membership The Society for Research on Educational Effectiveness brings together individuals interested in the use of causal inference to improve educational practice

SREEAdvancing Educat ion Research

Fall 2011 Conference

PROGRAM

Improving Mathematics and Science

Education for All Students

SREE Membership

The Society for Research on Educational Effectiveness brings together individuals interested in the use of causal inference to improve educational practice. SREE provides a forum to engage with a community of researchers, practitioners, policymakers, and students united in a desire to advance education research.

Member - $150 per calendar yearIndividual members in SREE have backgrounds in a diverse range of areas, including, but not limited to, education, economics, medicine, psychology, public policy, sociology, and statistics. They include researchers investigating causal relations in education, professionals active in school settings, and public officials and others instrumental in translating research into practice.

Student Member - $100 per calendar yearStudent members must be enrolled in a degree-granting program at an accredited institution. The Graduate Student Organization exists to provide an organizational venue where students may begin the career-long process of establishing networks that foster their intellectual growth and maximize the utility of their research.

Institutional Members - $1500 per calendar yearEducational institutions, government agencies, nonprofit organizations, and for-profit organizations are encouraged to join SREE and designate an individual to represent their interests in the Society.

How to Join SREE or Renew Membership

By credit card:All major credit cards are accepted at the conference registration desk or via SREE’s secure site:https://www.sree.org/members/payment/

By check:Checks made out to SREE are accepted at the conference registration desk or may be mailed to:Society for Research on Educational Effectiveness2040 Sheridan Rd.Evanston, IL 60208

SREE

SREE Fall 2011 Conference Program Page 1

THURSDAY SEPTEMBER 8, 2011

9:00 AM - 12:00 PM: WorkshopsWorkshops require an additional fee.

Workshop AUnpacking the Black Box of Causality: The Latest Developments of Mediation AnalysisKosuke Imai, Princeton UniversityRoosevelt

Workshop B Value-Added Models for Analyzing Teacher EffectivenessDaniel McCaffrey, RANDExecutive Forum

Workshop CPropensity Score Methods for Estimating Causal Effects: The Why, When, and HowElizabeth Stuart, Johns Hopkins UniversityCulpeper

Workshop DConstructing Measures: A Basis for IRT ModelsKaren Draney, University of California - BerkeleyLatrobe

12:00 PM - 1:00 PM: Program Committee Lunch

1:00 PM - 3:00 PM: Session 1

Program note:Invited symposium designates a session that was organized by the program committee. Attendance at an invited symposium is open to all conference participants.


1A. Early Childhood SymposiumEarly Mathematics Education For All: Evaluation of an Intervention Using Multiple Methodologies and OutcomesDumbarton - 3rd Floor

Organizer: Douglas Clements, University at Buffalo

A Regression Discontinuity Analysis of the Impact of Building Blocks in an Urban Public Prekindergarten Program and Associations between Fidelity-to-Curriculum and Child OutcomesChristina Weiland, Hadas Eidelman, & Hirokazu Yoshikawa, Harvard University

The Effect of Time Spent on Mathematics-Related Computer Activities on Children’s Achievement Outcomes in Pre-KindergartenKaren Anthony, Amy Holmes, Dale Farran, & Mark Lipsey, Vanderbilt University, Douglas H. Clements & Julie Sarama, University at Buffalo, and Kerry Hofer, Vanderbilt University

Measurement of Fidelity of Implementation to a Core Technology Component and Effects on Outcomes in an Early Mathematics InterventionDouglas H. Clements, Julie Sarama, & Mary Elaine Spitler, University at Buffalo, Christopher B. Wolfe, Indiana University - Kokomo, and Alissa Lange, National Institute for Early Education Research

Discussant: Christopher Hulleman, James Madison University

1B. Early ChildhoodCurricular Approaches and Related Factors in Science ClassroomsLongworth

Chair: Kimberly Brenneman, National Institute for Early Education Research

Preschool Teachers’ Attitudes and Beliefs Toward Science: Development and Validation of a QuestionnaireMichelle F. Maier, University of Virginia, Daryl B. Greenfield & Rebecca J. Bulotsky-Shearer, University of Miami

Ramps and Pathways: Evaluation of an Inquiry-Based Approach to Engaging Young Children in Physical ScienceBetty Zan & Lawrence Escalada, University of Northern Iowa

Children’s Question Asking and Curiosity: A Training StudyJamie Jirout & David Klahr, Carnegie Mellon University

Foundations of Science Literacy: One Preschool Science Professional Development Program’s Impact on Classroom Instructional Quality as Measured by the CLASSStacy B. Ehrlich, Consortium on Chicago School Research, Nancy Clark-Chiarelli, Jess Gropen, Cindy Hoisington, Yen Thieu, & Janna M. Fuccillo, Education Development Center


1C. Elementary Grades Invited SymposiumResearch on Professional Development in Mathematics and ScienceRoosevelt

Organizer: Russell Gersten, Instructional Research Group

Should We Be Thinking in New Ways about Locally-Led Professional Learning? A Randomized Controlled Trial of Lesson Study with Mathematical Resource KitsCatherine Lewis, Rebecca Perry, & Shelley Friedkin, Mills College

Exploring Teacher Knowledge Demands in the Use of Models for Integer Operations: Implications for Professional DevelopmentRebecca Mitchell, Boston College, Charalambos Charalambous & Heather Hill, Harvard University

Challenges of Scaling Up and Sustaining Urban Reform: Evidence from a Mixed-Methods Trial of Professional Development for Science EducationAdam Gamoran, Geoffrey Borman, & Jill Bowdon, University of Wisconsin - Madison

Exploring the Effects of Lesson Analysis on Instructional Quality and Student LearningJim Stigler, University of California - Los Angeles, Kathleen Roth, BSCS, and Nicole Kersting, University of Arizona

Discussant: Hilda Borko, Stanford University

1D. Secondary Grades SymposiumExamining Relationships between Instructional Quality in Mathematics, Contextual Factors, and Student AchievementCulpeper

Organizer: Laura Neergaard, Vanderbilt University

Impact of Organizational Supports for Math Instruction on the Instructional Quality of Beginning TeachersThomas Smith & Laura L. Neergaard, Vanderbilt University, and Eric Hochberg, University of Pennsylvania

School District Curriculum Implementation: Explaining Differences in the Cognitive Demand of Mathematical TasksAnne L. Garrison, Vanderbilt University

Examining Relationships between Instructional Quality and Student Achievement in Middle-Grades MathematicsGlenn T. Colby, Vanderbilt University, Melissa D. Boston, Duquesne University, and Thomas Smith, Vanderbilt University

Discussant: Drew Gitomer, Rutgers University


1E. Secondary Grades SymposiumPrincipled Assessment Designs for Simulation-Based Science AssessmentsLatrobe

Organizer: Edys Quellmalz, WestEd

Multilevel Assessments of Science StandardsEdys Quellmalz, Michael Timms, & Matt Silberglitt, WestEd

Using Machine-Learned Detectors to Assess and Predict Students’ Inquiry PerformanceJanice D. Gobert, Ryan Baker, & Michael Sao Pedro, Worcester Polytechnic Institute

Designing Dynamic and Interactive Assessments for English Learners That Directly Measure Targeted Science ConstructsRebecca Kopriva, University of Wisconsin - Madison, David Gabel & Catherine Cameron, Center for Applied Linguistics

Exploring the Utility of a Virtual Performance AssessmentJody Clarke-Midura, Harvard University, Marty McCall, Smarter Balanced Assessment Consortium, and Chris Dede, Harvard University

Discussant: James Pellegrino, University of Illinois - Chicago

1F. At-Risk or Underserved Learners Invited SymposiumThe Contributions of Cognitive Science for Understanding and Improving Instruction for Students with Mathematics Learning DifficultiesSulgrave - 3rd Floor

Organizer: Nancy Jordan, University of Delaware

Kindergarten Predictors of Math and Reading Outcomes and DifficultiesPaul Cirino, University of Houston

Longitudinal Studies of Cognitive and Mathematical Processing in Preschoolers with and without Neurodevelopmental Disorders Who Are at High Risk for Learning Difficulties in MathematicsMarcia Barnes, University of Texas Health Science Center - Houston

Differentiating Underpinnings of Poor Performance in Mathematics: When Numbers MatterMichèle M. M. Mazzocco, Johns Hopkins University

Discussant: Daniel Berch, University of VirginiaProviding Access to Important Mathematics Is Not the Solution: The Perils of Overlooking the Cognitive Science Perspective

Discussant: Kathy Mann Koepke, National Institute of Child Health & Human DevelopmentApproaches to the Cognitive Science of “At-Risk” Learners: Finding the Sources of Learning Through Biobehavioral Research


1G. Research Methods SymposiumScaling-Up: From the Laboratory to the Field Site to Multiple SitesExecutive Forum

Organizer: Mark Davison, University of Minnesota

Bridging the Lab and the Field with In Vivo ExperimentationKenneth R. Koedinger, Carnegie Mellon University

From the Lab to the Classroom: Expanding and Scaling Up the Curriculum DomainMark L. Davison, Charles N. Fehr, & Benjamin E. Seipel, University of Minnesota

Scaling Up an Evidence-Based Practice: Importance of Fidelity and FlexibilityKristen L. McMaster, University of Minnesota, and Douglas Fuchs, Vanderbilt University

Multisite Studies and Scaling-Up in Educational ResearchMichael Harwell, University of Minnesota

Discussant: Asha Jitendra, University of Minnesota

Break


3:30 PM - 5:30 PM: Session 2

2A. Early Childhood SymposiumDevelopment, Implementation, and Evaluation of Preschool Mathematics and Science Intervention ModelsRoosevelt

Organizer: Caroline Ebanks, Institute of Education Sciences

Early Childhood Hands-On Science: The Development, Implementation, and Evaluation of A Preschool Science CurriculumJudy Brown, Miami Science Museum, and Chris Hulleman, James Madison University

Foundations of Science Literacy: Understanding Implementation through an Analysis of Fidelity and MediationNancy Clark-Chiarelli, Jess Gropen, Janna Marie Fuccillo, Cindy Hoisington, & Yen Thieu, Education Development Center

MyTeachingPartner - Mathematics/Science: Effects on Teaching Practice and Student LearningMable Kinzie, Jessica Vick Whitaker, & Amanda Williford, University of Virginia, Carolyn R. Kilday, University at Buffalo, Patrick McGuire, University of Colorado - Colorado Springs, and Youngju Lee, Eonju Elementary School

Efficacy and Effective Studies of the Building Blocks Curriculum and the TRIAD Scale-Up ModelDouglas Clements & Julie Sarama, University at Buffalo

Closing the Socioeconomic Gap: An Efficacy Study of a Mathematics Curriculum to Support the Youngest Preschool ChildrenPrentice Starkey & Alice Klein, WestEd


2B. Elementary GradesExperimental Evaluations of Curricula and InterventionsLatrobe

Chair: Scott Baker, University of Oregon

Curriculum Matters: Evidence from a Randomized Control Trial of Four Elementary School Math CurriculaBarbara Harris & Roberto Agodini, Mathematica Policy Research

A Randomized Control Trial of Two Online Mathematics CurriculaHaiwen Wang & Katie Woodworth, SRI International

Implications of a Cognitive Science Based Model for Integrating Science and Literacy in Grades 3-5: Replication of Multiyear Direct and Transfer Effects in Science and Reading from Grades 3-5 to 6-8Michael Vitale, East Carolina University, and Nancy Romance, Florida Atlantic University

Examining the Impact of Child X Instruction Interactions in First GradeElizabeth Coyne Crowe & Carol McDonald Connor, Florida State University, and Michèle M. M. Mazzocco, Johns Hopkins University

2C. Elementary GradesNew Directions in Math AssessmentSulgrave - 3rd Floor

Chair: Ben Clarke, University of Oregon

The Impact of Indiana’s System of Diagnostic Assessments on Mathematics AchievementSpyros Konstantopoulos, Michigan State University, Shazia Miller & Arie van der Ploeg, American Institutes for Research, Cheng-Hsien Li & Anne Traynor, Michigan State University

Diagnostic Learning Progressions Framework: Developing an Embedded Formative and Summative Assessment System to Improve Learning Outcomes for Elementary and Middle School Students with Mathematics Learning DisabilitiesKavita Seeratan, SRI International

Preschool Rating Instrument for Science and Mathematics (PRISM)Kimberly Brenneman, Kwanghee Jung, Judi Stevenson-Garcia, & Ellen Frede, National Institute for Early Education Research

Assessing Data Modeling and Statistical ReasoningRichard Lehrer, Vanderbilt University, Mark Wilson & Elizabeth Ayers, University of California - Berkeley, and Min-joung Kim, Vanderbilt University


2D. Secondary Grades Invited SymposiumApplying Cognitive Principles to Improve Science and Math CurriculaExecutive Forum

Organizer: Steven Schneider, WestEd

Using Research on Analogical Reasoning, Diagrammatic Reasoning, and Prior Knowledge to Improve Middle School Science OutcomesNora Newcombe, Temple University

Applying Principles of Worked Examples, Visual Mapping, Formative Assessment, and Spacing to Improve Middle School Math OutcomesJames Pellegrino, University of Illinois - Chicago

Measuring Efficacy of Principle-Based Redesign of Science CurriculaLaura Desimone, University of Pennsylvania

Measuring Efficacy of Principle-Based Redesign of the CMP Math CurriculumJodi Davenport, WestEd

Discussant: Phil Kellman, University of California - Los Angeles

2E. Secondary GradesImproving Instruction and Learning in Secondary MathematicsCulpeper

Chair: Mike Garet, American Institutes for Research

Assessing Early Impacts of School-of-One: Evidence from the Three School-Wide PilotsJames Kemple, Micha D. Segeritz, & Rachel Cole, Research Alliance for New York City Schools

How Can We Design Effective Instructions to Promote Transfer?Hee Seung Lee, Shawn Betts, & John R. Anderson, Carnegie Mellon University

Improving Foundational Number Representations through Simple Arithmetical TrainingArava Y. Kallai, Christian D. Schunn, Andrea L. Ponting, & Julie A. Fiez, University of Pittsburgh

Democratizing Access to Core Mathematics across Grades 9-12Stephen Hegedus, Sara Dalton, & Arden Brookstein, University of Massachusetts - Dartmouth, John Tapper & Eric Heller, University of Massachusetts - Donahue Institute


2F. At-Risk or Underserved LearnersEffective Instructional Practices for At-Risk Learners across the GradesLongworth

Chair: Asha Jitendra, University of Minnesota

Which Teacher Instructional Practices Most Effectively Help 1st Grade Students with and without Mathematics Difficulties?Paul Morgan, Pennsylvania State University, George Farkas, University of California - Irvine, and Steven Maczuga, Pennsylvania State University

The Math Learning Companion: Initial Research into Two Curriculum ComponentsLindy Crawford, Texas Christian University, and Barbara Freeman, Digital Directions International

Investigating the Effectiveness of SW-PBIS on School’s Accountability at Both Elementary and Middle SchoolsJi Hoon Ryoo, University of Nebraska - Lincoln, and Saahoon Hong, University of Minnesota

Implementing Student-Level Random Assignment during Summer School: Lessons Learned from an Efficacy Study of Online Algebra I for Credit RecoveryJessica Heppen, American Institutes for Research, Elaine Allensworth, Consortium on Chicago School Research, Kirk Walters, American Institutes for Research, Amber Stitziel Pareja, Consortium on Chicago School Research, Anja Kurki, American Institutes for Research, Takako Nomi, Consortium on Chicago School Research, and Nicholas Sorensen, American Institutes for Research

2G. Research MethodsObservational Studies: Matching, Weighting, and Density RegressionDumbarton - 3rd Floor

Chair: Beth Ann Griffin, RAND

Propensity Score Weighting with Error-Prone CovariatesDaniel McCaffrey, J.R. Lockwood, & Claude Messan Setodji, RAND

Using Quasi-Experimental Methods to Select Comparison Schools for an Evaluation of the Northeast Tennessee College and Career Ready ConsortiumChristine Mokher & Linda Cavalluzzo, CNA Education

Bayesian Unimodal Density Regression for Causal InferenceGeorge Karabatsos, University of Illinois - Chicago, and Stephen G. Walker, University of Kent, Canterbury

Using Propensity Score Methods to Approximate Factorial Experimental DesignsNianbo Dong, Vanderbilt University


6:00 PM - 7:00 PM: Welcome & Opening Address - Ballroom

Welcome & IntroductionLarry Hedges, SREE President

Opening AddressHas the Pendulum Stopped Swinging (At Last)?

David KlahrWalter van Dyke Bingham Professor of Cognitive Development and Education Sciences,

Department of Psychology, Carnegie Mellon University, and Education Director of the Pittsburgh Science of Learning Center

7:00 PM - 8:00 PM: Reception - ColonnadeSponsor: American Institutes for Research

8:00 PM - 9:00 PM: Graduate Student Reception - Roosevelt


FRIDAY SEPTEMBER 9, 2011

8:00 AM - 8:30 AM: Breakfast - Ballroom

8:30 AM - 9:30 AM: Plenary - BallroomUsing Cognitive Psychology in the Science Classroom

Carl WiemanAssociate Director for Science

White House Office of Science and Technology Policy

Introduction: Alice Klein, Fall 2011 Program Chair

10:00 AM - 11:30 AM: Session 3

3A. Early Childhood SymposiumIssues in Assessment and Scoring of Early Numeracy SkillsRoosevelt

Organizer: Arthur Baroody, University of Illinois - Urbana/Champaign

Scoring Fluency with Basic Addition Combinations in ContextArthur J. Baroody, David J. Purpura, Erin E. Reid, & Michael D. Eiland, University of Illinois - Urbana/Champaign

Assessing a Linear Representation of the Counting NumbersErin E. Reid, Arthur J. Baroody, & David J. Purpura, University of Illinois - Urbana/Champaign

Practical Issues in Early Mathematics AssessmentDavid J. Purpura, Arthur J. Baroody, & Erin E. Reid, University of Illinois - Urbana/Champaign

Discussant: Herbert P. Ginsburg, Columbia University


3B. Elementary GradesClassroom Research in MathematicsCulpeper

Chair: Prentice Starkey, WestEd

Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in KindergartenMimi Engel, Vanderbilt University, Amy Claessens, University of Chicago, and Maida Finch, Vanderbilt University

Ensuring Every Child Is in the Race To the Top: Mathematics Curricular Practices for Diverse Kindergarten StudentsMartha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, & Elizabeth Stearns, University of North Carolina - Charlotte

The Benefits of Teachers’ Collective Pedagogical School Culture for Diverse Students’ Mathematics AchievementStephanie Moller, Elizabeth Stearns, Roslyn Arlin Mickelson, Martha Cecilia Bottia, & Neena Banerjee, University of North Carolina - Charlotte

3C. Elementary GradesPolicy Relevant ResearchLatrobe

Chair: Sara Rimm-Kaufman, University of Virginia

Relations between Mathematical Knowledge for Teaching, Mathematics Instructional Quality, and Student Achievement in the Context of the Responsive Classroom (RC) ApproachErin Ottmar, Sara Rimm-Kaufman, Ross Larsen, & Eileen Merritt, University of Virginia

When Does Teacher Incentive Pay Raise Student Achievement? Evidence from Minnesota’s Q-Comp ProgramAaron Sojourner, Kristine West, & Elton Mykerezi, University of Minnesota

Preparing to Learn from Math Instruction: Mastery-Oriented Students Benefit Most from Exploratory ActivitiesMarci S. DeCaro, Vanderbilt University, Daniel A. DeCaro, Indiana University, and Bethany Rittle-Johnson, Vanderbilt University


3D. Secondary GradesThe Role of Professional Development in Math and Science ImprovementDumbarton - 3rd Floor

Chair: Thomas Smith, Vanderbilt University

Examining the Impact of an Online Professional Development Course on Students’ Genetics and Evolution Content KnowledgeScott Strother, Lauren Goldenberg, Alice Anderson, Camille Ferguson, & Marian Pasquale, Education Development Center

The Impact of Curriculum-Based Professional Development on Science Instruction: Results from a Cluster-Randomized TrialJoseph Taylor, Susan Kowalski, Stephen Getty, Christopher Wilson, & Janet Carlson, BSCS

The Differential Effectiveness of the [email protected] Teacher Professional Development Program in Mathematics in Italy: Evidence from a Random Assignment EvaluationGianluca Argentin, University of Milan - Bicocca, Alberto Martini, University of Piemonte, Aline Pennisi, Ministry of Finance, and Daniele Vidoni, INVALSI

3E. Secondary GradesScience Programs Supporting Teaching, Learning, and College Enrollment for Secondary StudentsDecatur

Chair: Edys Quellmalz, WestEd

Evaluating the Diagnostic Validity of the Facet-Based Formative Assessment SystemAngela DeBarger, SRI International, Louis DiBello, University of Illinois - Chicago, Jim Minstrell, FACET Innovations, William Stout & James Pellegrino, University of Illinois - Chicago, Geneva Haertel & Mingyu Feng, SRI International

Systems and Cycles: Learning about Aquatic EcosystemsCindy E. Hmelo-Silver, Rebecca Jordan, & Catherine Eberbach, Rutgers University, Spencer Rugaber & Ashok Goel, Georgia Institute of Technology

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?Amy Proger, Thomas Kelley-Kemple, & Melissa Roderick, University of Chicago


3F. At-Risk or Underserved LearnersMathematics Learning for At-Risk Students in Kindergarten and First GradeExecutive Forum

Chair: Russell Gersten, Instructional Research Group

Developing Number Sense in Kindergartners at Risk for Learning Difficulties in MathematicsNancy Jordan, Nancy Dyson, & Joseph Glutting, University of Delaware

Testing the Efficacy of a Kindergarten Tier 2 Intervention ProgramScott Baker & Ben Clarke, University of Oregon, Keith Smolkowski, Oregon Research Institute, Hank Fien, Chris Doabler, & Mari Strand Cary, University of Oregon, and David Chard, Southern Methodist University

Understanding and Promoting First-Grade Mathematics Development: A Randomized Control TrialLynn Fuchs, Vanderbilt University, David Geary, University of Missouri - Columbia, Donald Compton, Douglas Fuchs, Carol Hamlett, & Pamela Seethaler, Vanderbilt University, and Chris Schatschneider, Florida State University

3G. Research MethodsNetworks, Transfer, and Evaluating FidelityLongworth

Chair: Claude Messan Setodji, RAND

Rigorous Measures of Implementation: A Methodological Framework for Evaluating Innovative STEM ProgramsAmy Cassata-Widera, Jeanne Century, & Dae Y. Kim, University of Chicago

A Method for the Microanalysis of Pre-Algebra TransferPhilip Pavlik, Jr., Michael Yudelson, & Kenneth R. Koedinger, Carnegie Mellon University

Modeling Intervention Effects on Social Networks in Education ResearchTracy Morrison Sweet & Brian Junker, Carnegie Mellon University


3H. Research MethodsDesigning Randomized TrialsSulgrave - 3rd Floor

Chair: Jessaca Spybrook, Western Michigan University

The Challenge of Authenticity in Scale-Up Effectiveness TrialsJohn F. Pane, Beth Ann Griffin, Daniel McCaffrey, & Rita Karam, RAND

Designing a Sample Selection Plan to Improve Generalizations from Two Scale-Up ExperimentsElizabeth Tipton, Northwestern University, Kate Sullivan, SEDL, Larry Hedges, Northwestern University, Michael Vaden-Kiernan, SEDL, Geoffrey Borman, University of Wisconsin - Madison, and Sarah Caverly, SEDL

Using Mahalanobis Distance Scores for Matched Pairing of Schools in a Randomized Controlled Trial Study of Leadership and Assistance for Science Education Reform (LASER)Todd Zoblotsky, Carolyn Ransford-Kaldon, & Donald Morrison, University of Memphis


12:00 PM - 1:00 PM: Keynote Address - BallroomImproving Education in the Developing World

Michael KremerGates Professor of Developing Societies

Department of EconomicsHarvard University

Introduction: Barbara Schneider, SREE Vice President

1:00 PM - 2:00 PM: Lunch - BallroomDessert will be served in the Colonnade.


2:00 PM - 3:00 PM: Session 4 - Virtual Poster - Direct Exchange - Colonnade

To Elevators(via marble hallway past courtyard)

4A. Early ChildhoodTables 1 - 2

Colonnade (Lobby Level)The Fairmont Washington, D.C.

4C. Secondary GradesTables 10 - 18

4D. At-Risk or Underserved LearnersTables 19 - 25

4E. Research MethodsTables 26 - 29

4B. Elementary GradesTables 3 - 9

Entrance


4A. Early Childhood

1: The Effects of Pretests on Children’s Numerical Magnitude RepresentationsLisa K. Fazio, Lauren Gumbel, & Robert S. Siegler, Carnegie Mellon University

2: The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics AchievementSteven O. Roberts & Rose K. Vukovic, New York University

4B. Elementary Grades

3: Examining the Student and Teacher Correlates of Math Achievement and Moderators of Treatment Impact for a Kindergarten Mathematics Curriculum Implemented in Whole Classroom SettingsHank Fien, University of Oregon, Keith Smolkowski, Oregon Research Institute, Ben Clarke, Scott Baker, & Chris Doabler, University of Oregon, Derek Kosty, Oregon Research Institute, and Mari Strand Cary, University of Oregon

4: To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students’ Efficacy and Anxiety in Mathematics and Science?Marissa Swaim Griggs, Sara E. Rimm-Kaufman, Eileen G. Merritt, & Christine L. Patton, University of Virginia

5: Applying New Methods to the Measurement of Fidelity of Implementation: Examining the Critical Ingredients of the Responsive Classroom Approach in Relation to Mathematics AchievementTashia D. S. Abry, Sara E. Rimm-Kaufman, Ross A. Larsen, & Alix J. Brewer, University of Virginia

6: Math Monster Mystery: A Formative Assessment in Game Format for Grade 4 MathematicsNora S. Reynolds, Scott Brewster, & Robert Brown, Triad Interactive Media

7: Does Spatial Training Improve Children’s Mathematics Ability?Yiling Cheng & Kelly Mix, Michigan State University

8: What Drives Alignment between Teachers’ Survey Self-Reports and Classroom Observations of Standards-Based Mathematics Instruction?Julia Kaufman & Brian Junker, Carnegie Mellon University

9: Battleship Numberline: A Digital Game for Improving Estimation Accuracy on Fraction Number LinesJ. Derek Lomas, Carnegie Mellon University, Dixie Ching, New York University, Eliane Stampfer, Melanie Sandoval, & Ken Koedinger, Carnegie Mellon University


4C. Secondary Grades

10: Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course ContentElizabeth Covay, University of Pennsylvania

11: BioBridge Professional Development: Bringing Innovative Science into the ClassroomJeremy Babendure & Loren Thompson, University of California - San Diego, Karen Peterman, Karen Peterman Consulting, Leanne Jacobson Teiper, Goodman Research Group, Heather Gastil, Heather Liwanag, & Shelley Glenn Lee, University of California - San Diego

12: New Instruments That Can Be Used by Researchers to Assess Three Different Aspects of Science ProficiencyVictor Sampson, Jonathon Grooms, & Patrick Enderle, Florida State University

13: Does Money Matter? The Impact of Educational Expenditures on International Science Test ScoresAnthony Derriso, University of Alabama

14: How Do Students’ Problem Solving Strategies and Preference for Learning Environments Relate to Mathematical Performance? A Comparative Study between South Korea and the United StatesChristine Yang, Northwestern University

15: Can Comparison of Contrastive Examples Facilitate Graph Understanding?Linsey A. Smith & Dedre Gentner, Northwestern University

16: Developments for a Diagnostic System to Assess Sources of Mathematical DifficultiesSusan Embretson, Georgia Institute of Technology

17: The First Wave of School Sanctions: A Regression Discontinuity Study of Being on a Probationary ListGuan Kung Saw, I-Chien Chen, Barbara L. Schneider, & Kenneth A. Frank, Michigan State University

18: Choosing a STEM Path: Course-Selection in High School and Postsecondary OutcomesJonghwan Lee & Justina Judy, Michigan State University


4D. At-Risk or Underserved Learners

19: Predicting First Graders’ Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M. Seethaler, Lynn S. Fuchs, Douglas Fuchs, & Donald L. Compton, Vanderbilt University

20: Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math DisabilitiesH. Lee Swanson, Cathy Lussier, & Michael Orosco, University of California - Riverside

21: Comparison of Chronic and Acute Models of Risk on Mathematics Achievement and GrowthChristopher Desjardins, J.J. Cutuli, & Janette E. Herbers, University of Minnesota, Chi-Keung Chan, Elizabeth Hinz, & David Heistad, Minneapolis Public Schools, Jeffrey D. Long, University of Iowa, and Ann S. Masten, University of Minnesota

22: Using a Scientific Process for Curriculum Development and Formative Evaluation: Project FUSIONChristian Doabler, Mari Strand Cary, Benjamin Clarke, Hank Fien, Scott Baker, & Kathy Jungjohann, Center on Teaching and Learning

23: The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low-Income FamiliesEileen Merritt, Sara Rimm-Kaufman, & Robert Berry, University of Virginia, Temple Walkowiak, North Carolina State University, and Ross Larsen, University of Virginia

24: The Policy Choices of Effective PrincipalsSarah Cannon & David Figlio, Northwestern University, and Tim Sass, Florida State University

25: The Effects of Teachers’ Gender-Stereotypical Expectations on the Development of the Math Gender GapJoseph P. Robinson, Sarah T. Lubienski, & Yasemin Copur, University of Illinois at Urbana-Champaign

4E. Research Methods

26: Modeling Students’ Response to Intervention Using an Individualized Piecewise Growth ModelKeith Zvoch & Joseph Stevens, University of Oregon

27: Calculating State-Level Grade Retention RatesJohn Robert Warren & Jim Saliba, University of Minnesota

28: Crowdsourcing the Rating of Open-Response Mathematics QuestionsNathan VanHoudnos, Carnegie Mellon University, Lindsey Smith, Propel EAST Charter School, Jamie Callan, Laura Dabbish, & Brian Junker, Carnegie Mellon University

29: Using a New Reading Comprehension Assessment to Measure Discourse Representations and Identify Types of ComprehendersSarah Carlson, Ben Seipel, & Kristen McMaster, University of Minnesota


3:00 PM - 5:00 PM: Session 5

5A. Early Childhood Invited SymposiumAssessment in Early Childhood Mathematics and ScienceExecutive Forum

Organizer: Daryl Greenfield, University of Miami

Mathematics Assessment Along Pre-K to Primary Learning Trajectories: From Rasch to Rule Space ModelsJulie Sarama & Douglas Clements, University at Buffalo, Christina Weiland & Hiro Yoshikawa, Harvard University, Curtis Tatsuoka, Case Western Reserve University, and Kikumi Tatsuoka, Columbia University

Child Math Assessment: The Development of a Broad Measure of Children’s Informal Mathematical KnowledgeAlice Klein & Prentice Starkey, WestEd

Happy Birthday: An Assessment Tool That Helps Teachers Understand and Promote Young Children’s Math LearningHerb Ginsburg, Sandra Pappas, & Young-Sun Lee, Columbia University, and Cynthia Chiong, Joan Ganz Cooney Center

Lens on Science: A Touch Screen, Computer Adaptive System for Assessing Science in Young ChildrenDaryl Greenfield, University of Miami, Ximena Dominguez, SRI, Janna Fuccillo, Education Development Center, Michelle Maier, University of Virginia, and Ariela Greenberg, American Institutes for Research

Discussant: Paul Morgan, Pennsylvania State University


5B. Elementary Grades SymposiumEvaluations of Elementary Science Curricula and Instructional PracticesRoosevelt

Organizer: Christina Chhin, Institute of Education Sciences

Year 1 of an Efficacy Trial of the Promoting Science among English Language Learners (P-SELL) Intervention in Grade 5 Classrooms: Intervention, Results, and LimitationsRandall Penfield & Okhee Lee, University of Miami

Using an Argument-Based Inquiry Approach to Learn Science: Year 1 Results of the Science Writing Heuristic (SWH)Mary Grace Villanueva, Brian Hand, William Therrien, & Jonte Taylor, University of Iowa, and Mack Shelley, Iowa State University

An Efficacy Study of the FOSS/ASK Diagnostic Embedded Classroom Assessment - Lessons Learned in ImplementationCathy Ringstaff, Michael Timms, & Steven Schneider, WestEd

Discussant: Joseph Taylor, BSCS

5C. Elementary GradesInstructional DesignLongworth

Chair: Nicholas Gage, University of Connecticut

Aligning the Structural Components across Learning Tasks of Case ComparisonsLouis Alfieri, Timothy J. Nokes, & Christian D. Schunn, University of Pittsburgh

The Effects of Feedback during Exploratory Math PracticeEmily Fyfe, Bethany Rittle-Johnson, & Marci DeCaro, Vanderbilt University

How to Schedule Multiple Graphical Representations? A Classroom Experiment with an Intelligent Tutoring System for FractionsMartina Rau & Vincent Aleven, Carnegie Mellon University, and Nikol Rummel, Ruhr-Universität Bochum, Germany


5D. Middle and Secondary Grades SymposiumSupporting Elementary and Middle-School Students’ Development of Science Reasoning SkillsLatrobe

Organizer: Stephanie Siler, Carnegie Mellon University

Using Model-Tracing to Conduct Performance Assessment of Students’ Inquiry Skills Within a MicroworldJanice D. Gobert, Worcester Polytechnic Institute, and Kenneth R. Koedinger, Carnegie Mellon University

Deconstructing the Instruction of the Control of Variables Strategy: Key Components of Science InstructionBenjamin D. Freer, Elizabeth P. Lorch, Robert F. Lorch, Jr., & William Calderhead, University of Kentucky

The Effect of Scaffolded Causal Identification in the Transfer of Experimental Design SkillsStephanie A. Siler, David Klahr, Kevin Willows, & Cressida Magaro, Carnegie Mellon University

Improving Students’ Problem Solving in a Virtual Chemistry Simulation through Metacognitive MessagesCarole R. Beal, University of Arizona, and Ronald H. Stevens, University of California - Los Angeles

Discussant: Sandra Katz, University of Pittsburgh

5E. Middle and Secondary Grades SymposiumMiddle School Mathematics Professional Development Study: Findings after the Second Year of ImplementationSulgrave - 3rd Floor

Organizer: Mike Garet, American Institutes for Research

Middle School Mathematics Professional Development Impact Study: Design and MeasuresJames Taylor & Fran Stancavage, American Institutes for Research, and Fred Doolittle, MDRC

Middle School Mathematics Professional Development Impact Study: Intervention Overview and Implementation ResultsKirk Walters & Steven Hurlburt, American Institutes for Research

Middle School Mathematics Professional Development Impact Study: Summary of FindingsAndrew Wayne, Mengli Song, & Seth Brown, American Institutes for Research, Susan Sepanik & Pei Zhu, MDRC

Discussant: Peter Youngs, Michigan State University


5F. At-Risk or Underserved Learners SymposiumFindings from Three Federally Funded Mathematics Intervention Studies Focusing on Students at Risk for Math Failure and Students with Learning DisabilitiesDumbarton - 3rd Floor

Organizer: Marjorie Montague, University of Miami

Effects of an Early Numeracy Intervention on the Performance of Second-Grade Students with Mathematics Difficulties Diane Pedrotty Bryant, Brian R. Bryant, Greg Roberts, Kathleen Hughes Pfannenstiel, & Jennifer Porterfield, University of Texas - Austin

The Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third Grade Students with Mathematics DifficultiesAsha Jitendra, University of Minnesota

The Effects of Solve It! Instruction on Math Problem Solving of Middle School Students of Varying Ability: An Efficacy and Replication Study (2007-2010)Marjorie Montague, University of Miami

Discussant: Scott Baker, University of Oregon

5G. Research Methods Invited SymposiumPermutation Test for Education ResearchCulpeper

Organizer: Daniel McCaffrey, RAND

A Comparison of Permutation and Mixed-Model Regression Methods for Group-Randomized TrialsDavid Murray, Ohio State University, and Dongyue Fu, Quintiles Corporation

Multiple Testing in a HierarchyS. Stanley Young, National Institute of Statistical Sciences

A New Method for Anchor Item Selection in Differential Item Functioning Analysis Using Permutation TestsClaude Messan Setodji, RAND, Steven P. Reise, University of California - Los Angeles, Leo S. Morales, Group Health Research Institute, Marie N. Fongwa, Azusa Pacific University, and Ron D. Hays, University of California - Los Angeles

Discussant: Spyros Konstantopoulos, Michigan State University


SATURDAY SEPTEMBER 10, 2011

9:00 AM - 12:00 PM: Short Courses, Part IShort courses require an additional fee.

Short Course 1: Research Design - Sulgrave - 3rd FloorLarry Hedges, Northwestern UniversityChristopher Rhoads, University of Connecticut

Short Course 2: Hierarchical Linear Modeling - Dumbarton - 3rd FloorMichael Seltzer, University of California - Los AngelesJordan Rickles, University of California - Los Angeles

12:00 PM - 1:00 PM: Short Course Lunch1: Lindens - 3rd Floor, 2: Potomac - 3rd Floor

1:00 PM - 5:00 PM: Short Courses, Part II1: Sulgrave - 3rd Floor, 2: Dumbarton - 3rd FloorThe short courses which began on Saturday morning continue through Sunday afternoon.

SUNDAY SEPTEMBER 11, 2011

9:00 AM - 12:00 PM: Short Courses, Part III1: Dumbarton - 3rd Floor, 2: Sulgrave - 3rd FloorThe short courses which began on Saturday morning continue through Sunday afternoon.

12:00 PM - 1:00 PM: Short Course Lunch1: Potomac - 3rd Floor - 3rd Floor, 2: Lindens - 3rd Floor

1:00 PM - 5:00 PM: Short Courses, Part IV1: Dumbarton - 3rd Floor, 2: Sulgrave - 3rd FloorThe short courses which began on Saturday morning continue through Sunday afternoon.


Ballroom / Meeting Rooms (Ballroom Level)The Fairmont Washington, D.C.


To Elevators(via hallway overlooking lobby)

Meeting Rooms / Executive Rooms (Third Floor)The Fairmont Washington, D.C.


Fall 2011 Conference Program CommitteeAlice Klein (Chair), WestEd

Scott Baker, University of Oregon

Arthur Baroody, University of Illinois - Urbana/Champaign

Lynn Fuchs, Vanderbilt University

Russell Gersten, Instructional Research Group

Daryl Greenfield, University of Miami

Joan Herman, University of California - Los Angeles

Nancy Jordan, University of Delaware

Daniel McCaffrey, RAND

Steve Schneider, WestEd

Claude Messan Setodji, RAND

SREE Board of DirectorsRobert Boruch, University of Pennsylvania

Mark A. Constas, Cornell University

Ronald Ferguson (Secretary), Harvard University

Barbara Foorman, Florida State University

Judith M. Gueron, MDRC

Larry V. Hedges (President), Northwestern University

David Myers (Treasurer), American Institutes for Research

Barbara Schneider (Vice President), Michigan State University

Judith D. Singer, Harvard University

Catherine Snow, Harvard University

Prentice Starkey, WestEd

Society for Research on Educational Effectiveness Advancing Education Research

SREE

The Society for Research on Educational Effectivenesswould like to thank the following organizations for their support:

TYGOSTUDIOSa web development group by sondroyo

Institute for Policy Research

JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS Volume 4, Number 3, 2011

INTERVENTION, EVALUATION, AND POLICY STUDIES

Effective Classroom Instruction: Implications of Child Characteristics byReading Instruction Interactions on First Graders’ Word Reading AchievementCarol McDonald Connor, Frederick J. Morrison, Christopher Schatschneider, Jessica R. Toste, Erin Lundblom, Elizabeth C. Crowe, and Barry Fishman

An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading InterventionCarolyn A. Denton, Paul T. Cirino, Amy E. Barth, Melissa Romain, Sharon Vaughn, Jade Wexler, David J. Francis, and Jack M. Fletcher

A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12James S. Kim, Carol Booth Olson, Robin Scarcella, Jason Kramer, Matthew Pearson, David van Dyk, Penny Collins, and Robert E. Land

METHODOLOGICAL STUDIES

Assessing Effects of Schooling With Cross-Sectional Data:Between-Grades Differences Addressed as a Selection-Bias ProblemHans Luyten and Bernard Veldkamp

A subscription to JREE is a benefit of SREE membership.

Documents

SREE...SREE Membership The Society for Research on Educational Effectiveness brings together individuals interested in the use of causal inference to improve educational practice